ESC Region 11 Coaching Support

Resources to support coaching participants


Instructional Coaches Academy

Advanced Instructional Coaches Academy

The Coaching Principal


Start, Stop, Continue: To get students brainstorming about next steps.

Ask groups to consider a current situation or new learning and brainstorm actions in these categories:

* START: What are things we need to START doing?

* STOP: What are we currently doing that we can or should STOP?

* CONTINUE: What are we doing now that works and should CONTINUE?

Have Groups Share plans with one another.

Think, Pair, Square, Share: To get students to use higher level thinking and justify their reasoning.

  1. Think: Students are given a question and asked to think in silence for 1 minutes about their answer.
  2. Pair: This answer is then shared with the person next to them, the pair of students are asked to think of the "best" answer to take forward, and why it is the best.
  3. Square: Students are then asked to share their answers as a group of 3 or 4, depending on class size. This answer has to be communicated, with the reasons for the choice to the whole class. This is where the higher level thinking comes in as students have to justify the decisions they have made.
  4. Share: Students feedback their group choices to the class as a whole, with the reasons for the choices that they have made.

Timed Peer Review & Rule of No Repeats: Used to provide all students to participate and create lists of information/examples to share. Similar in part to the Kagan Rally Robin structure (2009).

  1. Students are given a topic and given 10-15 seconds to think about their topic.
  2. One partner writes the list
  3. One partner begins and says a quick response
  4. The other partner responds with a quick response
  5. The process repeats, back and forth, for the allotted time.
  6. Once time is up, the teacher asks "who has 5 items on their list? 10? 15? 20?" Until the pair that has the longest list is found.
  7. Have the pair share their list while others check of from their list similar responses.
  8. Teacher asks if there are any other examples from other teams that were not already provided until all examples are shared.

Ways to Find a Partner:

  1. Find your SOUL MATE - based on shoes they are wearing
  2. Find your HAIR TWIN - based on hair style/color/length, etc
  3. Find your Height partner - similar or different heights
  4. Fold the Line - All students line up by criteria (ex: birth month/day, understanding of topic). Line folds in half so that the far left partner with the far right.
  5. Split the Line - All students line up by criteria (ex: birth month/day, understanding of topic). Line splits in the middle and moves to the end so that the far left speaks to the middle and the far right speaks to the middle.
  6. Music Rotation - Students walk around while music plays. Once the music stops they partner with the person closest to them
  7. 13 Seats - Students begin walking around the classroom in different directions. They must touch thirteen seats before stopping. Once there, they are to partner with the person closest to them


(from the School Reform Initiative and the National School Reform Faculty sites)







Poll Everywhere:

Used to get input from students and display responses (display can be via chart, word cloud, image)

QR Code Creator:

Input the website address and a QR Code is generated to be used in presentations or printed (Can also be images)

Shortened URLs: or

Input a long URL (web link) to one of these sites to create a shortened link.


Grow your Professional Learning Network (PLN) by joining twitter and learning from educators around the world.

#ESC11Coach #ESC11NewT #Gueri11aEd

@DriskillElita (Elita Driskill)

@Jaibyrd123 (Jennifer Baadsgaard)

@cheryljhunt (Cheryl Hunt)

@alilentz (Alizon Lentz)

@kathy_uhlich (Kathy Uhlich)




SCARF Model (David Rock)

10 Ways to Say the Right Thing Everytime (Leadership Freak Blog)

Bearing Witness (Anna Papalia)

The Right Question Institute (Free membership and access to all resources)

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  • What items from instruction today were so successful that you will definitely continue them in the future?
  • How do you use the strengths of your students to increase their learning?
  • Knowing that it is your priority for all students to succeed, what activities have you planned for students who need intervention?
  • How did you assess your students knowledge of the learning targets?
  • How will your students know they were successful in the learning?
  • What target did you plan for and why?
  • What does authentic engagement look like in your classroom?
  • How do you use rubrics in assessment?
  • How do formative assessments influence your instructional practices?
  • In what ways does your principal help you with instruction?
Everybody Loves Raymond Uses Active Listening - from Parent Effectiveness Training
The Importance of Nonverbal Cues as told by "Friends"
It's Not About The Nail